The Reading Teacher's Sourcebook - PedagoNet

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www.texasreading.org ©2007 University of Texas System/Texas Education Agency These materials are copyrighted © by and are the property of the Texas Education Agency and the University of Texas System and may not be reproduced or distributed without their written permission. To obtain a license to reprint large quantities, contact licensing@texasreading.org.
Effective Instruction for Middle School Students with Reading Difficulties: The Reading Teacher’s Sourcebook Acknowledgments The Reading Teacher’s Sourcebook was developed with funding from The Meadows Foundation and the Texas Education Agency. It was designed with the support and talent of many individuals whose names do not appear here, but whose hard work and ideas are represented throughout this resource. The individuals who have contributed to its development include national and state reading experts, researchers, and those who work for the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin, the Texas Education Agency, and the Texas Regional Education Service Centers. Vaughn Gross Center for Reading and Language Arts College of Education The University of Texas at Austin www.texasreading.org Manuel J. Justiz, Dean Sylvia Linan-Thompson, Director Texas Education Agency Robert Scott, Chief Deputy Commissioner (Acting Commissioner of Education) The Meadows Foundation Wilson Historic District 3003 Swiss Avenue Dallas, Texas 75204 Core Content Development Team Carolyn Denton Deanna Bryan Jade Wexler Deborah Reed Sharon Vaughn Design and Editing Matthew Slater, Publications Editor Carlos Treviño, Designer Elana Wakeman, Publications Manager
Page 1: Effective Instruction for Middle Sc
Page 5 and 6: Contents Foreword: A Schoolwide App
Page 7 and 8: Word Learning Sample Lesson: Teachi
Page 9 and 10: Position-Reason 345 Semantic Featur
Page 11 and 12: Foreword: A Schoolwide Approach to
Page 13 and 14: Figure 2. A Schoolwide Reading Inte
Page 15 and 16: Tier I: Schoolwide Strategies and R
Page 17 and 18: Elements of Strategic Intervention
Page 19 and 20: DEVELOP A PLAN FOR COLLECTING, MANA
Page 21 and 22: Introduction We hope that this guid
Page 23 and 24: Part 1 Assessing Struggling Readers
Page 25 and 26: Phonological awareness Progress mon
Page 27 and 28: Chapter 1 Overview of Assessment at
Page 29 and 30: In the early elementary grades, scr
Page 31 and 32: If the student has low fluency, tea
Page 33 and 34: Chapter 2 Selecting and Administeri
Page 35 and 36: the number of error words from the
Page 37 and 38: Assuming that the rate of reading f
Page 39 and 40: Note that not all difficulties with
Page 41 and 42: Caveats about oral reading fluency
Page 43 and 44: Chapter 3 Using Assessment Results
Page 45 and 46: Figure 11. Results of Miss Lopez’
Page 47 and 48: Figure 12. Miss Lopez’s Groupings
Page 49 and 50: It is possible for these steps to b
Page 51 and 52: Monday: On Monday, Miss Lopez will
Page 53 and 54:
Sample Weekly Schedule for Remainde
Page 55 and 56:
Part 2 Effective Instruction for St
Page 57 and 58:
Statement of objective or purpose T
Page 59 and 60:
This phase in the lesson is an exce
Page 61 and 62:
Monitor Student Learning Monitoring
Page 63 and 64:
Chapter 5 Delivering Effective Inst
Page 65 and 66:
Teacher: That’s right, said. Poin
Page 67 and 68:
Quick Pacing of Lessons Quick pacin
Page 69 and 70:
student might be quiet, but will pr
Page 71 and 72:
Part 3 Research-supported Instructi
Page 73 and 74:
Sample Lessons in this Book In the
Page 75 and 76:
Chapter 6 Comprehension Most strugg
Page 77 and 78:
efore- and during-reading COMPREHEN
Page 79 and 80:
Step #4: Students Asking and Answer
Page 81 and 82:
Student: Find the vowels in the wor
Page 83 and 84:
• Have students record the import
Page 85 and 86:
Figure 20. Previewing Planning Shee
Page 87 and 88:
Preparation 1. Read through the pas
Page 89 and 90:
1. Introduce the Level 1, “right
Page 91 and 92:
Figure 22. Level 1 “Right There
Page 93 and 94:
Preparation Read the passage and id
Page 95 and 96:
Guided Practice Grouping: Whole cla
Page 97 and 98:
Figure 24. Level 2 “Putting It To
Page 99 and 100:
Preparation Read the passage and id
Page 101 and 102:
Note: The goal for Level 3 question
Page 103 and 104:
Figure 26. Level 3 “Making Connec
Page 105 and 106:
minds called mental images. Forming
Page 107 and 108:
Variation Grouping: Whole class 1.
Page 109 and 110:
Figure 27. Mental Imagery Log. MENT
Page 111 and 112:
Materials • Copies of a short pas
Page 113 and 114:
Teacher: What is the most important
Page 115 and 116:
Student: We could use the strategy
Page 117 and 118:
Figure 29. Main Idea Form. MAIN IDE
Page 119 and 120:
Figure 30. Elements of Narrative Te
Page 121 and 122:
Figure 32. Signal Words. Cause-Effe
Page 123 and 124:
Figure 33. Identifying Text Structu
Page 125 and 126:
How to use a graphic organizer Befo
Page 127 and 128:
Know and Learn Charts The Know and
Page 129 and 130:
Figure 40. Cause-Effect Semantic Ma
Page 131 and 132:
Figure 46. Description Graphic Orga
Page 133 and 134:
after-reading sample lesson Summari
Page 135 and 136:
Figure 51. How to Write a Summary.
Page 137 and 138:
Independent Practice Grouping: Part
Page 139 and 140:
Figure 52. Example of Choosing a Su
Page 141 and 142:
State Objective/Purpose Teacher: To
Page 143 and 144:
c. Allow small groups 4-5 minutes t
Page 145 and 146:
Figure 53. Main Idea Log. MAIN IDEA
Page 147 and 148:
Chapter 7 Vocabulary terms to know
Page 149 and 150:
Figure 54. Which Words Do I Teach?
Page 151 and 152:
Here is a helpful checklist for pla
Page 153 and 154:
• Have students keep a journal of
Page 155 and 156:
Preparation Preview the text, looki
Page 157 and 158:
4. If students have difficulty gene
Page 159 and 160:
AFTER READING Grouping: Partners 1.
Page 161 and 162:
Independent Practice 1. Before read
Page 163 and 164:
Figure 62. Sample Criteria Chart fo
Page 165 and 166:
word knowledge sample lesson Semant
Page 167 and 168:
STATE OBJECTIVE/PURPOSE Teacher: To
Page 169 and 170:
Teacher: Now across the top, we are
Page 171 and 172:
A finished chart may look like the
Page 173 and 174:
Allow students to look at their cha
Page 175 and 176:
Figure 71. Sample Vocabulary Writin
Page 177 and 178:
Figure 73. Semantic Feature Analysi
Page 179 and 180:
Objective Students will develop a d
Page 181 and 182:
4. Model completing the Frayer Mode
Page 183 and 184:
Student: If we don’t really under
Page 185 and 186:
word consciousness sample lesson Pr
Page 187 and 188:
2. Ask students to make (with partn
Page 189 and 190:
Monitor Student Learning During the
Page 191 and 192:
Objective The students will use pri
Page 193 and 194:
For example, I might think, “I se
Page 195 and 196:
Generalization Teacher: Did thinkin
Page 197 and 198:
Your completed chart might look lik
Page 199 and 200:
• Decode words quickly and accura
Page 201 and 202:
Objective Students will recognize t
Page 203 and 204:
Write the meaning “to carry” un
Page 205 and 206:
Independent Practice Grouping: Part
Page 207 and 208:
Figure 82. Sample Word Part Clue Ev
Page 209 and 210:
Figure 84. Common Suffixes. SUFFIX
Page 211 and 212:
word learning sample lesson Using C
Page 213 and 214:
Materials • Types of Context Clue
Page 215 and 216:
may consider developing sample sent
Page 217 and 218:
Figure 91. Context Clue Strategy. 1
Page 219 and 220:
Figure 94. Sample Context Clues Cha
Page 221 and 222:
word learning sample lesson The Voc
Page 223 and 224:
Model and Teach Grouping: Whole cla
Page 225 and 226:
Accept responses. raise your hand i
Page 227 and 228:
Teacher: Today I am going to show y
Page 229 and 230:
4. Guide students through Step 3 of
Page 231 and 232:
Chapter 8 Fluency terms to know Aut
Page 233 and 234:
Figure 98. Accuracy Guidelines. Ind
Page 235 and 236:
Partner Reading Acknowledgments Bas
Page 237 and 238:
Partner Reading Routine 1. Partner
Page 239 and 240:
Practice, Practice, Practice Allow
Page 241 and 242:
Progress Monitoring The most effici
Page 243 and 244:
Chapter 9 Word Recognition Acknowle
Page 245 and 246:
What do students need to know about
Page 247 and 248:
3. Read each word part. Remember th
Page 249 and 250:
A sample sequence for teaching the
Page 251 and 252:
It is expected that a comprehensive
Page 253 and 254:
Word Analysis (WA) Instruction/Word
Page 255 and 256:
. Vocabulary Instruction Characteri
Page 257 and 258:
Listening Comprehension Characteris
Page 259 and 260:
Students Who Do Not Respond Adequat
Page 261 and 262:
come to a word that you don’t kno
Page 263 and 264:
word because it is made from the wo
Page 265 and 266:
The next word is piano. Remember th
Page 267 and 268:
word Recognition sample lesson The
Page 269 and 270:
at the end of the word. Let’s rea
Page 271 and 272:
Teacher: I’m going to show you ho
Page 273 and 274:
Point to “press”. Read the part
Page 275 and 276:
Generalization Teacher: How might y
Page 277 and 278:
Part 4 Appendix Appendix Contents P
Page 279 and 280:
Context Clue Strategy 361 Types of
Page 281 and 282:
Planning Checklist for Implementing
Page 283 and 284:
DEVELOP A SCHOOLWIDE PLAN FOR IMPLE
Page 285 and 286:
Characteristics of Effective Reader
Page 287 and 288:
Accuracy Guidelines # of words read
Page 289 and 290:
Sample Instructional Sequence for R
Page 291 and 292:
Guide to Adapting Instruction Adapt
Page 293 and 294:
Previewing Planning Sheet PLANNING
Page 295 and 296:
Level 1 “Right There” Questions
Page 297 and 298:
Level 2 “Putting It Together” Q
Page 299 and 300:
Level 3 “Making Connections” Qu
Page 301 and 302:
Previewing and Questioning Learning
Page 303 and 304:
Question Cards: Red (Front) Level 1
Page 305 and 306:
Question Cards: Red (Back) Level 1
Page 307 and 308:
Question Cards: White (Front) Level
Page 309 and 310:
Question Cards: White (Back) Level
Page 311 and 312:
Question Cards: Blue (Front) Level
Page 313 and 314:
Question Cards: Blue (Back) Level 3
Page 315 and 316:
MENTAL IMAGERY LOG Title: Paragraph
Page 317 and 318:
MAIN IDEA FORM Name(s) ____________
Page 319 and 320:
MAIN IDEA LOG Title of passage: ___
Page 321 and 322:
Signal Words Cause-Effect How or wh
Page 323 and 324:
Identifying Text Structure If the a
Page 325 and 326:
Elements of Narrative Text Examples
Page 327 and 328:
Elements of Expository Text Example
Page 329 and 330:
Story Map Exposition: Conflict: Ris
Page 331 and 332:
Main Idea Web Main Idea The Reading
Page 333 and 334:
K-L Chart Know What do I already kn
Page 335 and 336:
Cause-Effect Chart (Herringbone) Ca
Page 337 and 338:
Cause-Effect Chart (Semantic Map) C
Page 339 and 340:
Cause-Effect Chart (Basic) The Read
Page 341 and 342:
Chronological Ordering/Sequencing T
Page 343 and 344:
Temporal Sequencing The Reading Tea
Page 345 and 346:
Compare/Contrast The Reading Teache
Page 347 and 348:
Description (Web) word or idea The
Page 349 and 350:
Description (Chart) The Reading Tea
Page 351 and 352:
Problem-Solution Solution Problem S
Page 353 and 354:
Problem-Solution-Result Problem Sol
Page 355 and 356:
Position-Reason Position Reason 1 R
Page 357 and 358:
Semantic Feature Analysis Grid Conc
Page 359 and 360:
Frayer Model Non Adapted with permi
Page 361 and 362:
The Origins of English If this is t
Page 363 and 364:
Word Part Clue Evaluation Chart WOR
Page 365 and 366:
Common Prefixes PREFIX % of All Pre
Page 367 and 368:
Common Suffixes SUFFIX % OF ALL SUF
Page 369 and 370:
Common Greek and Latin Roots ROOT O
Page 371 and 372:
Context Clue Strategy 1. Reread the
Page 373 and 374:
Types of Context Clues Type of Cont
Page 375 and 376:
Guide for Context Clues Practice Un
Page 377 and 378:
If you read a word that you do not
Page 379 and 380:
Word _________________________ Voca
Page 381 and 382:
Fluency Chart Name: 150 140 130 120
Page 383 and 384:
Syllable Type Syllable Types Exampl
Page 385 and 386:
Multisyllable Word Reading Strategy
Page 387 and 388:
Guidelines for Reviewing a Reading
Page 389 and 390:
Word Analysis (WA) Instruction/Word
Page 391 and 392:
. Vocabulary Instruction Characteri
Page 393 and 394:
Comprehension Instruction Character
Page 395 and 396:
References Anders, P. L. & Bos, C.
Page 397 and 398:
Diamond, L., & Gutlohn, L. (2006).
Page 399 and 400:
Kame’enui, E. J., & Carnine, D. W
Page 401 and 402:
Rumelhart, D. E. (1980). Schemata:
Page 403 and 404:
Vaughn Gross Center for Reading and
Page 405 and 406:
Resources for the Reading Teacher N
Page 407 and 408:
Burns, P. C., & Roe, B. D. (2002).
Page 409 and 410:
Moats, L. C. (2000). Speech to prin
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